Curriculum ID: ENG2-03
The English for the Hard of Hearing
Curriculum
Adopted as a regulation by the Ministry of Education and Research 21.06.2013.
In force from 01.08.2013
Objectives
English is a global language. The English language is used in writing, Sign Language and
speech. When meeting people from other countries, at home or while travelling, we often
need to use English. Many English words and expressions find their way into our own
languages via the media, culture, science and technology. We frequently use English when
looking for information either for pleasure or for work. English is also increasingly used in
education and as a working language in many businesses.
The need for written English skills is heightened by the contact between hard-of-hearing
people across national borders and by increased mobility and international recognition of
deaf culture and Sign Language. English is crucial to participation in the transnational deaf
community and otherwise in global human interaction. Being able to communicate
independently requires speakers to choose and use language modalities appropriate to the
situation, their hearing and individual preferences. It means developing a vocabulary of
signs and/or words and the ability to use them. It involves structuring grammar, sentence
and text in the language, learning how to spell the written language and observing the
principles of the phonological system in speech. It also involves being able to adapt the
language to different topics and communication situations and using appropriate language
modalities and communication strategies. This requires speakers to differentiate between
formal and informal language and to consider cultural conventions and etiquette when
communicating.
Language learning takes place using a variety of texts, where the text concept is applied in
a wider sense and includes spoken, signed and written presentations in different
combinations and in different texts from digital media. Awareness of which strategies to
use when learning a language and of which strategies help us to understand and be
understood makes the acquisition of knowledge and skills easier and more meaningful. It
is also important for the pupils to set their own goals for their learning, to establish how to
reach these goals, and to evaluate their own use of language. Learning English can also
give us a better insight into our own languages and communication needs. It is therefore
an important part of our personal development and helps develop multilingualism.
In addition to language learning, the subject of English should help provide an insight into
ways of life and cultures in places where English is the main language or an official
language. The subject should provide an insight into how English is used as an
international communication tool. Learning about English-speaking countries and the
growing use of English in different international contexts will provide a good starting point
for understanding the world around us and the development of English as a global
http://www.udir.no/kl06/ENG2-03
The English for the Hard of Hearing Curriculum
Curriculum ID: ENG2-03
language. English language literature can give readers enjoyment for life along with a
deeper understanding of others and of themselves. Texts in different modalities, digital
texts, films, music and other art forms, including by and about deaf people, can also
inspire readers to express themselves and be creative.
English is both a tool and a formative subject. It should give pupils the opportunity to
participate in communication about personal, social, literary and specialist topics. The
subject should expand on the pupils' general linguistic competence by enabling them to
understand and express themselves and allowing them to acquire information and
specialist knowledge via the English language. Developing communicative and linguistic
skills and cultural insight can help promote interaction, understanding and respect between
people from different cultural backgrounds. This way, linguistic and cultural competences
become a part of the pupils' general development and help encourage democratic
participation and citizenship.
Main subject areas
The subject has been organised into main subject areas with associated attainment
targets. The three subject areas complement each other and should be seen in the context
of each other.
The subject is a core subject on all study programmes in upper secondary education and
training. The tuition should therefore be made relevant to the pupils by adapting it to the
various study programmes.
There are attainment targets in English after Years 2, 4, 7 and 10 at the primary and lower
secondary stages, and after Level Vg1 on general study programmes / Level Vg2 on
vocational study programmes.
Summary of main subject areas:
Year
Main subject areas
1–10
Level Vg1
Level Vg2 (vocational
study programmes)
Language
learning
Direct
communication
Written
communication
Culture, society
and literature
Language learning
The main subject area of language learning looks at what it means to learn a new
language, what it means to learn English – maybe in different modalities – and it examines
relationships between English and other languages. It involves acquiring knowledge of the
language and gaining an insight into the pupils' own language learning. Being able to
evaluate own use of language and communication needs, choose appropriate language
modalities, evaluate own learning needs, and choose appropriate strategies and
approaches is useful when learning and using the English language.
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The English for the Hard of Hearing Curriculum
Curriculum ID: ENG2-03
Direct communication
This main subject area looks at interaction in the present and at apprehending,
understanding and using the English language – maybe even in different modalities. It
addresses the choice and use of different communication strategies and modalities such as
English speech and/or British or American Sign Language, or written English and ICT,
depending on own preferences and adapted for a given recipient and purpose.
The main subject area involves listening, lip-reading, reading signs or texts, and
expressing oneself through speech, signing or writing. It requires the pupils to develop a
BSL/ASL sign vocabulary and/or a vocabulary of words and idiomatic structures and
grammar when creating sentences, as well as knowledge of and skill in practical language
use in different communication situations.
The main subject area also involves participation in different social arenas, amongst
hearing and hard-of-hearing people, where the understanding and use of an increasing
number of genres and forms of expression are key to social participation and the
acquisition of knowledge. Showing politeness and consideration for prevailing social
conventions in different language situations is an important element in this respect.
The use of media and the development of a linguistic repertoire across different subjects,
topics and even language modalities are central to this main subject area.
Written communication
The main subject area written communication involves understanding and using the
English language by reading and writing and using appropriate reading and writing
strategies.
The main subject area involves reading miscellaneous types of texts in English in order to
encourage enjoyment and stimulation and to acquire knowledge. It entails extensive
reading to promote language comprehension and textual competence. Reading different
types of text can contribute to personal development, maturation and creativity, and it can
inspire pupils to create their own texts.
The main subject area also involves writing English texts in different communication
situations in order to encourage enjoyment and stimulation and to understand and acquire
knowledge. This also means adapting the language to a given purpose and recipient,
including by differentiating between formal and informal written language. The main
subject area involves developing a vocabulary and using spelling, idiomatic structures and
grammatical patterns when writing. It also includes creating structures and cohesion in
texts.
The use of different media and resources and the development of a linguistic repertoire
across different subjects and topics are central to this main subject area.
Culture, society and literature
The main subject area culture, society and literature concerns cultural understanding in a
wider sense. Its focus is on English-speaking countries, and it covers key topics such as
society, literature and other art forms amongst deaf and hard-of-hearing people. The main
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The English for the Hard of Hearing Curriculum
Curriculum ID: ENG2-03
subject area also involves acquiring knowledge of English as a global language and with a
range of uses.
It involves working with and discussing literary texts, technical texts and cultural forms of
expression from different media. This is key to developing knowledge of, understanding of
and respect for the ways of life and cultures of others.
Knowledge of Sign Language used in English-speaking countries combined with the
experience of different cultural expressions by deaf people from English-speaking countries
put the pupils' own identity-building and cultural affiliations into a wider perspective.
Teaching hours
Teaching hours are given in 60-minute units:
PRIMARY
Years 1–4: 138 hours
Years 5–7: 228 hours
LOWER SECONDARY
Years 8–10: 222 hours
GENERAL STUDY PROGRAMMES
Vg1: 140 hours
VOCATIONAL STUDY PROGRAMMES
Vg1: 84 hours
Vg2: 56 hours
Core skills
Core skills are integrated into the attainment targets, where they help develop and form
part of the candidates' professional skills. Core skills in English are as follows:
Oral skills involve expressing oneself actively and without the use of an interpreter by
applying an appropriate modality adapted to own preferences and a given purpose,
recipient and situation. This could be listening and speaking, reading and producing an
English Sign Language, or using written language and ICT. The process also involves
learning about social conventions and methods of interaction in English-speaking countries
and in international contexts. Oral skills are developed from practical experience and mean
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The English for the Hard of Hearing Curriculum
Curriculum ID: ENG2-03
using increasingly nuanced and precise language in increasingly complex situations, in
conversations and in other types of direct communication. Oral skills also mean
apprehending, understanding and discussing a growing number of themes and problems in
order to acquire various types of technical knowledge.
Writing skills involve being able to express ideas and opinions in a comprehensible and
appropriate manner by using written English. It means planning, creating and refining
communicative texts with good structure and cohesion. Writing is also a tool for language
learning. Developing writing skills in English involves learning to spell and developing a
growing repertoire of English words and language structures. It also involves developing
diverse competences in writing different types of general, literary and technical texts in
English by using informal and formal language adapted for a given purpose and recipient.
Reading skills involve deriving meaning from different types of texts. This means reading
texts in English in order to understand, reflect on and gain insight and knowledge across
cultures and specialist topics. Furthermore, it involves preparing, executing and refining
the reading of English-language texts for various purposes and of varying lengths and
complexity. Texts may be presented in different media and may also be presented as
visualised texts by using Sign Language from English-speaking countries. Developing
reading skills in English necessitates reading strategies appropriate to the objective of the
reading of increasingly challenging texts. It also involves reading English texts with fluency
and comprehension and exploring, discussing, learning from and reflecting on different
types of information.
Numeracy means being able to use relevant mathematical terms in English and/or Sign
Language from an English-speaking country in different situations. It requires familiarity
with units of measurement used in English-speaking countries and involves understanding
and communicating numbers, graphic representations, tables and statistics in English.
Developing numeracy in English involves using numbers and arithmetic by developing a
repertoire of mathematical terms in English relating to daily life and to general and
specialist topics.
Digital skills involve being able to use a varied selection of digital tools, media and
resources to improve language learning, communicating in English or Sign Language from
an English-speaking country, and acquiring relevant knowledge of the English language.
The use of digital resources allows the pupils to experience English texts in authentic
situations, i.e. natural, unadapted situations. Developing digital skills involves obtaining
and processing information in order to create different types of texts. Digital rules in texts
mean that effects, pictures, tables, headings and items are structured in order to
emphasise and convey a message. This involves using digital sources in written and
spoken texts and taking a critical and independent approach to the use of sources. Digital
skills involve acquiring knowledge of copyright and data protection through verifiable
citations.
Attainment targets
Attainment targets after Year 2
Language learning
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Curriculum ID: ENG2-03
Upon completing the programme of study the pupils should be able to

give examples of some situations where it could be useful to speak English and an
English Sign Language

find signs, words and expressions that English and their mother tongue have in
common

use digital resources to experience the language
Direct communication
Upon completing the programme of study the pupils should be able to

see, listen out for and use the most common English mouth shapes and speech
sounds through practical, aesthetic modes of expression

read and/or listen to and understand simple instructions given in English and/or an
English Sign Language

read and/or listen to and understand words and/or signs and expressions in
English rhymes, verses, songs, fairy tales and stories

understand and use some signs or words and expressions relating to their
domestic environment and own interests

greet others, ask and answer simple questions, and use some polite turns of
phrase

participate in simple prepared dialogues and spontaneous conversation about their
domestic environment and own experiences

recognise and use the BSL manual alphabet (British Sign Language) or ASL manual
alphabet (American Sign Language)

use numbers when discussing their domestic environment and own experiences
Written communication
Upon completing the programme of study the pupils should be able to

recognise the relationships between some English speech sounds and patterns of
spelling

experiment with reading and writing English words, expressions and simple
sentences relating to their domestic environment and own interests
Culture, society and literature
Upon completing the programme of study the pupils should be able to
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The English for the Hard of Hearing Curriculum
Curriculum ID: ENG2-03

discuss aspects of day-to-day life for children in English-speaking countries

take part in and experience children's culture from English-speaking countries by
using words, Sign Language, pictures, music and movement

give an account of their own experiences of English rhymes, verses, songs, fairy
tales and stories
Attainment targets after Year 4
Language learning
Upon completing the programme of study the pupils should be able to

identify situations where it could be useful or necessary to speak English and an
English Sign Language

discuss their own endeavours to learn English

find similarities between words and modes of expression in English and their own
mother tongue

use digital resources and other tools when exploring the language
Direct communication
Upon completing the programme of study the pupils should be able to

use signing and/or speech strategies to comprehend and communicate directly

apprehend and understand the meaning of words and/or signs and expressions in
accordance with the context

understand and use English signs and/or words, expressions and sentence patterns
associated with their own needs and feelings, everyday life, hobbies and interests

understand the key content of English rhymes, verses, songs, fairy tales and
stories

use some polite expressions and simple phrases in order to get help to understand
and be understood

participate in everyday conversation about their domestic environment and own
experiences

use the English alphabet and the British Sign Language or American Sign Language
manual alphabets and spell names and place names

understand and use signs and/or words and expressions relating to prices,
quantities, form and volumes in communication about everyday life, hobbies and
interests
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The English for the Hard of Hearing Curriculum
Curriculum ID: ENG2-03
Written communication
Upon completing the programme of study the pupils should be able to

use simple reading and writing strategies

understand the relationship between English mouth shapes, speech sounds and
letters by contracting letter sounds to form words

understand the meaning of words and/or signs and expressions in accordance with
the context

read, understand and write English words and expressions associated with their
own needs and feelings, everyday life, hobbies and interests

understand the key content of simple texts about familiar topics

write short texts that express opinions and interests and that are descriptive,
narrative and inquisitive

use some common particles and simple spelling and sentence patterns

use digital tools to obtain information and experiment with creating text
Culture, society and literature
Upon completing the programme of study the pupils should be able to

give some examples of English-speaking countries and well-known hearing and
deaf people from those countries

discuss some aspects of different ways of life, traditions and customs in Englishspeaking countries and in Norway

participate in performing English rhymes, verses, songs, short plays and stories

express their own thoughts and opinions on English literature and children's culture

create their own Sign Language texts and/or spoken or written texts inspired by
English literature and children's culture
Attainment targets after Year 7
Language learning
Upon completing the programme of study the pupils should be able to

identify and use different situations and strategies to expand on their own English
skills

describe their own endeavours to learn English
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The English for the Hard of Hearing Curriculum
Curriculum ID: ENG2-03

identify some similarities and differences between English and their own mother
tongue

use digital resources and other tools in their own language learning
Direct communication
Upon completing the programme of study the pupils should be able to

use strategies to comprehend and express themselves in speech and/or BSL/ASL

understand and use a vocabulary of signs and/or words relating to familiar topics

understand the key content of spoken and/or Sign Language texts about familiar
topics

use polite turns of phrase and situation-specific expressions when making verbal
and/or signed statements

express themselves so as to get help to understand and be understood in different
situations

express and justify their own opinions on familiar topics

use rules of conversation, initiate, sustain and conclude conversations about
familiar situations

use fundamental patterns of word inflection or sign change and sentence types in
communication

talk about simple calculations, currency and units of measurement in
communication about everyday situations

use digital resources to communicate with others
Written communication
Upon completing the programme of study the pupils should be able to

use reading and writing strategies

understand and use a vocabulary relating to familiar topics

understand the key content of texts chosen by themselves

read and understand different types of texts of varying lengths from different
sources

take notes in order to create different types of texts

write fluent texts that explain, retell, describe and express experiences and own
opinions
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The English for the Hard of Hearing Curriculum
Curriculum ID: ENG2-03

use fundamental patterns of spelling, word inflection, sentence and text structures
when producing texts

use digital tools and other aids to find relevant information and create different
types of texts and/or Sign Language texts

use digital resources to communicate with others
Culture, society and literature
Upon completing the programme of study the pupils should be able to

talk about various hearing and deaf people, places and events in English-speaking
countries

discuss ways of life and social conventions in different cultures in English-speaking
countries and in Norway, including Sami culture

read English children's and youth literature, including texts by and about deaf
people, and discuss characters and content

describe their own reactions to English literary texts, films, internet culture,
pictures and English song texts or Sign Language poetry

express themselves creatively with inspiration from English literary texts from
different sources, including texts by and about deaf people

convey short texts about own-choice topics
Attainment targets after Year 10
Language learning
Upon completing the programme of study the pupils should be able to

use different situations, working methods and strategies to expand on their own
English skills

describe their own endeavours to learn English

identify significant linguistic similarities and differences between English and their
own mother tongue and use these in their own language learning

choose various digital resources and other aids and use them independently in
their own language learning
Direct communication
Upon completing the programme of study the pupils should be able to
 select and use different strategies adapted for a given purpose
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The English for the Hard of Hearing Curriculum
Curriculum ID: ENG2-03

understand and use a general vocabulary and/or a BSL/ASL vocabulary relating to
various topics

show an ability to differentiate between positively and negatively charged
expressions referring to individuals and groups of people

understand key content and details in different types of spoken and/or Sign
Language texts about various topics

express themselves fluently and coherently adapted to a given purpose and
situation

express and justify their own opinions on various topics

use appropriate rules of conversation and initiate, sustain and conclude
conversations about different topics by asking questions and responding to input

use key patterns of word inflection and/or sign changes and sentence types in
communication

understand and use different expressions for numbers and other data in
communication
Written communication
Upon completing the programme of study the pupils should be able to

select and use different reading and writing strategies adapted for a given purpose

understand and use a general vocabulary relating to different topics

show an ability to differentiate between positively and negatively charged
expressions referring to individuals and groups of people

understand key content and details in own-choice texts

read, understand and evaluate different types of texts of varying lengths about
different topics

use their own notes and various sources as a basis for their writing

write different types of text with structure and cohesion

use key patterns of spelling, word inflection, sentence and text structures when
producing texts

use digital tools and rules on information processing, text production and
communication

be familiar with data protection and copyright and choose and use content from
different sources in a verifiable manner
Culture, society and literature
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The English for the Hard of Hearing Curriculum
Curriculum ID: ENG2-03
Upon completing the programme of study the pupils should be able to

discuss ways of life and social conventions amongst hearing and hard-of-hearing
people in Britain, the US, other English-speaking countries and Norway

give an account of aspects of British and US history and geography

discuss different types of English literary texts from English-speaking countries,
including texts by and about deaf people

describe and reflect on the situation of indigenous peoples in English-speaking
countries

create, convey and discuss their own Sign Language texts and/or spoken or
written texts inspired by English literature, films and cultural forms of expression

discuss and present contemporary and specialist topics
Attainment targets after Level Vg1 general study
programmes and Level Vg2 vocational study programmes
Language learning
Upon completing the programme of study the pupils should be able to

evaluate and exploit different situations, working methods and learning strategies
to expand on their own English skills

evaluate their own progress in learning English

evaluate different digital resources and other aids critically and independently and
use them in their own language learning
Direct communication
Upon completing the programme of study the pupils should be able to

evaluate and use different appropriate strategies adapted for a given purpose and
situation

understand and use a broad vocabulary and/or a BSL/ASL vocabulary relating to
general topics and their own study programme

understand key content and details in different types of Sign Language texts
and/or spoken texts about general and specialist topics associated with their own
study programme

express themselves with nuance, precision, fluency and cohesion adapted to a
given purpose and situation
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The English for the Hard of Hearing Curriculum
Curriculum ID: ENG2-03

initiate, sustain and conclude conversations and discussions about general and
specialist topics associated with their own study programme

use patterns of word inflection or sign change and varied sentence types

interpret and use technical and mathematical information in communication
Written communication
Upon completing the programme of study the pupils should be able to

evaluate and use appropriate reading and writing strategies adapted for a given
purpose and type of text

understand and use a broad general vocabulary and a technical vocabulary
associated with their own study programme

understand and evaluate key content and details in texts of varying sizes about
different topics

read in order to acquire technical knowledge from their own study programme

use own notes to write texts relating to their own study programme

write different types of text with structure and cohesion adapted for a given
purpose and situation

use patterns of spelling, word inflection and varied sentence and text structures
when producing texts

produce various types of texts that reflect digital rules in different digital media

evaluate different sources and use content from these sources in an independent,
critical and verifiable manner
Culture, society and literature
Upon completing the programme of study the pupils should be able to

discuss deaf culture and cultural and social issues in several English-speaking
countries

present and discuss topical news from English language sources

discuss the emergence of English as a global language

discuss different types of English literary texts from different parts of the world,
including texts by and about deaf people

discuss English language films and other cultural forms of expressions from
different media
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The English for the Hard of Hearing Curriculum
Curriculum ID: ENG2-03

discuss different types of texts and events with reference to the situation of deaf
people in English-speaking countries

carry out in-depth study into a specialist topic within their own study programme,
choose an appropriate language modality, and present the result
Assessment
Regulations on final assessments:
Coursework assessment
Year
Arrangements
Year 10
The pupils should receive two coursework grades: one written and one
oral coursework grade that considers the pupil's attainment as regards
the use of the spoken genre regardless of language codes.
Vg1 general study
programmes
The pupils should receive one coursework grade.
Vg2 vocational
study programmes
Exams
Year
Arrangements
Year 10
The pupils may be selected for a written exam. The written exam will
be set and moderated centrally. The pupils may also be selected for an
oral exam, which will be set and moderated locally.
The pupils may be selected for a written exam. The written exam will
Vg1 general study
be set and moderated centrally. The pupils may also be selected for an
programmes
oral exam, which will be set and moderated locally.
Vg2 vocational
study programmes
The exam covers the entire subject (140 hours).
Exams for external candidates
Year
Arrangements
Year 10
See the current arrangement for adults in primary and secondary
education
Vg1 general study
programmes
Vg2 vocational
All external candidates must sit a written and oral exam. The written
exam will be set and moderated centrally. The oral exam will be set
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study programmes
Curriculum ID: ENG2-03
and moderated locally.
The exam covers the entire subject (140 hours).
General provisions on assessments are described in the Regulations to the Education Act.
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